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Objectives

[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

Students will evaluate and synthesize information from various sources to describe the U Street area during and after the 1968 riots.

Standards

[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]

Students review and analyze 7 photopgraphs taken during the April, 1968 riots on U Street. They will also write a one-two sentence description of each photograph on a worksheet. (Guiding ? -- based on what you see in this photograph, write a caption for it that explains what's going on.)

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

The class will review and discuss the 7 photographs and what may be going on, with a focus on using details from each photo to come to some logical description or conclusion of what's being conveyed visually.

The class will next watch 8-10 minutes of a documentary on life in Washington during the 1960s (WETA production). This excerpt shows and discusses how African Americans were living in a southern city in the 1960s -- poor, segregated, lack of opportunity & advancement, etc. While watching this videoclip students will take notes on what life was like for African Americans during the 1960s. Once the clip is finished we'll discuss and refine what we saw, student reactions, etc.

The class will next watch a clip on what happened in Washington immediately after Dr. King was shot in April, 1968. This clip (about 10 minutes) includes footage from U Street, looters, National Guard troops, etc., including historians and local activists discussing why people were so angry, upset, etc. While watching this clip students will make notes on what they saw. We will review and discuss this as a class as well.

The guiding questions for both clips include: What do you see? Why do you think the filmmakers included this footage in their film? What is the overall message or impression that is conveyed? What factual evidence supports your views or ideas? What questions do you have? What additional information would you like/want?

After the second clip we'll review and discuss student responses as well.

Next the class will read a 3 page interview with Virginia Ali. (Washingtonian, April, 2008). Ms. Ali is a co-owner of Ben's Chili Bowl. The magazine article is her memories of the 1968 riots on U Street.

Guiding questions include: What does Ms. Ali remember or recall about the 1968 riots on U Street? Why were people looting and rioting? What was the response of the government -- local and national? Why wasn't Ben's attacked? What determined which businesses were looted and which ones weren't? What new information did you learn about the riots on U Street? What questions do you have?

Finally, pgs 543-568 of the textbook will be assigned for homework to give students some context and additional background in ways that African American Washingtonians came together to overcome racism and discrimination in the nation's capital. Students will be asked to take notes on this reading, and an open-notes quiz the next day will help ensure that the reading is completed! We'll review and discuss this reading the next day before the quiz.

Practice

[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

See the New Material section above. The practice component is incorporated in the New Material section.

Assessment

[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Assessment is both formative and summative. Formative assessment is the written responses of students while they are watching or reading the resources. This also includes an opportunity for students to ask questions, revise their responses, etc. Written responses will be collected and graded to hold students accountable for their work. The summative piece comes later on, as students will use the information they've learned on the 1968 riots and their aftermath to produce their brochures on the history of U Street.

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]